ESOL Policies and Procedures

Transcription

1 ESOL Policies and Procedures Table of Content 1. PA State Policy 2. Assessment and Placement in ESOL Policy 3. Assessment and Placement in Special Education Policy 4. English for Speakers of Other Language (ESOL) Program Policy 5. Service Delivery Model 6. Information on Funding and Title III 7. State Forms 8. Translation Services 9. Standard Translated Forms

2 1 PA State Policy

3 Richard Allen Preparatory Charter School 2601 S 58th Street Philadelphia, PA The Board of Trustees of Richard Allen Preparatory Charter School (RAPCS) will provide students and parents with the requirements and interpretations of the legal mandates governing the education of students with Limited English Proficiency (LEP), also known as English Language Learners (ELLs). The information included will be useful in designing, staffing, and evaluating effective programs for ELLs. These mandates and interpretations are based on the Pennsylvania Regulations, Chapters 4 and 11; and on federal law, including Title VI of the Civil Rights Act, the Equal Education Opportunity Act (EEOA), the No Child Left Behind Act (NCLB), and regulations and case law under those statutes. Richard Allen Preparatory Charter School will complete the Pennsylvania Information Management System (PIMS) and the Limited English Proficient (LEP SYTEM) annually. PIMS and the LEP SYSTEM provide data and information on student numbers, teachers, and 22 Pa. Code 4.26 The Board of Trustees of Richard Allen Preparatory Charter School recognizes that charter schools are bound by Title 22, Chapter 4, Section 4.26 of Pennsylvania's Regulations. The Charter School will provide services and programs for students who are limited English proficient (LEP) or an English language learner. The Board of Trustees will educate students whose dominant language are not English and/or are English language learners; it is the responsibility of the charter school in the Commonwealth; Title 22, Chapter 4, Section 4.26 of the Curriculum Regulations requires that the school District/charter School provide a program for every student who is limited English proficient (LEP) or an English language learner (ELL) Richard Allen Preparatory Charter School shall provide a program for each student whose dominant language is not English for the purpose of facilitating the student's achievement of English proficiency and the academic standards under 4.12 (relating to academic standards). Programs under this section shall include appropriate bilingual-bicultural or English as a second language (ESL) instruction." To comply with this requirement, RAPCS will provide the student with a planned program of English as a second language instruction (ESL) to facilitate the acquisition of English language skills and provide an instructional program appropriate to the student's developmental and instructional level. Richard Allen Preparatory Charter School will be able to document that children with limited English Proficiency, who are in need of programs and services, are identified and evaluated through initial survey intake. This survey includes parent awareness activities that are sufficient to inform parents of the ESOL programs and services that are available and how to request those services.

4 Richard Allen Preparatory Charter School will conduct systematic screening activities that lead to the identification and evaluation of children with limited English proficiency. Richard Allen Preparatory Charter School will also have a system to evaluate the overall success and effectiveness of the ESOL program. Such a system might include, but not be limited to, a parent survey by mail or phone to determine how many students have been reached by the survey. The school will complete a yearly evaluation of students placements and progress. Also, for the students who graduated from the school, a survey will be sent to update current progress and success. Richard Allen Preparatory Charter School recognizes that: Children with limited English proficiency will be admitted on the same basis as children without LEP. Upon admitting a child with LEP, the school will provide services to address the child's specific needs. When a student with LEP transfers to the school, the school is responsible for ensuring that the student receives services. Richard Allen Preparatory Charter School will use the most current and appropriate versions W-APT assessment. To meet the requirements of State regulations, Richard Allen Preparatory Charter School may provide the services itself, or contract with another entity. TO THE EXTENT THAT ANYTHING IN THIS POLICY COULD BE CONSTRUED TO CONFLICT WITH APPLICABLE STATE AND/OR FEDERAL LAWS, THE APPLICABLE STATE AND/OR FEDERAL LAWS CONTROL. ADOPTED this December 8 day of, 2014 President Secretary

5 2 Assessment and Placement into ESOL Program Policy

6 Richard Allen Preparatory Charter School 2601 S 58th Street Philadelphia, PA Assessment and Placement into the ESOL Program Policy The Board of Trustees of Richard Allen Preparatory Charter School will use the Home Language Survey to determine placement into the ESOL program. The following procedure will be put in place when an ELL student enrolls at RAPCS: Based on the responses to the home language survey (HLS), students will be assessed for potential placement in a program unless they meet the criteria outlined below. There are certain scenarios that may preclude assessment if a student can demonstrate English language proficiency (ELP). Students should meet two of the following three criteria to be exempted from a formal ELP assessment. Student records for children from other states or school systems can be considered as part of the criteria. o Final grades of B or better in core subject areas (Mathematics, Language Arts, Science and Social Studies); o Scores on district-wide assessments that are comparable to the Basic performance level on the PSSA; o Scores of Basic in Reading, Writing and Math on the PSSA or an equivalent assessment from another state. Newly enrolling students without academic records will be assessed for their ELP. Richard Allen Preparatory Charter School will use the WIDA ACCESS PLACEMENT TEST (W- APT), which is aligned to the required annual State ELP assessment and ACCESS for ELLs to assess students for placement in language instructional programs for ELLs. Richard Allen Preparatory Charter School may choose to use other formal, standardized ELP assessments for additional information BUT identification and placement will be based on the W- APT and the multiple criteria outlined above. The W- APT results are one of the indicators for placement in ESL /Bilingual programs and will be used in combination with the above multiple criteria, if available, to determine placement in an ESL program. The ELL Specialist will take into consideration the State s ELP levels described within the PA ELPS standards when placing students in an instructional program for ELLs. Instructional placement of ELLs will be age and grade appropriate. Additionally, ELLs will be given equal access to all educational programs, opportunities, and extracurricular activities in the same manner as for all students. Parent permission to assess IS NOT REQUIRED. On the other hand, a notification will be sent to parent as a courtesy. Parent notification of student assessment results and placement in an ESL /Bilingual program is required.

7 Timeframe 30 days upon start of school, 14 days after school begins (calendar days) to complete the assessment and identification process. Best practice communicate with parents, share results Form on PDE website and (translated forms) with 4 appropriate questions for all students. (OCR requires identification of ELLs: 2 options, assess ALL students or use HLS, PA chooses to use the HLS for identification) If students are found eligible for ESOL, the following English Acquisition levels that are aligned to the WIDA proficiency levels are used to determine English instruction for English Language Learners (ELLs). Level 1 - Pre-Production (*Entering): Student demonstrates very limited or no proficiency in English. This student may understand and use simple, short utterances. This student is not able to converse in English in simple social situations. This student may lack formal Allen and/or may have experienced interrupted schooling; therefore, the student may not have acquired the skills necessary for reading and writing in his/her native language or English. Level 2 - Beginner (*Beginning): Student demonstrates limited proficiency in English. This student may use patterned expressions when he/she speaks. This student can participate in simple conversations and respond to routine classroom procedures. This student has acquired some skills necessary for reading and writing, but has not yet acquired a level of English sufficient to read and write. Level 3 - Intermediate (*Developing): Student demonstrates some proficiency in English. This student may understand and use basic sentence patterns when he/she speaks. This student can converse in social situations with some repetition and hesitation and may begin to demonstrate the ability to participate in class discussions of limited content area topics. This student may read and write, but is confused by complex structures and technical language. This student cannot meet passing requirements independently in the mainstream classroom. Level 4 - Advanced (*Expanding): Student demonstrates English proficiency in social situations and some proficiency in classroom situations. This student can understand and use complex sentence structure in conversation, but demonstrates some difficulty with content area topics. This student may read and write, but needs assistance with content area class work and therefore, does not yet meet passing requirements independently in the mainstream classroom. Some things we consider when enrolling potential ELLs: ELLs must be enrolled upon presentation of a local address and proof of immunization as all other students. It is not appropriate to deny ELLs, or any student, access to school (telling them to stay home) for any period of time while verifying the information they present. Subjecting ELLs to scrutiny that is not part of the normal enrollment process is discriminatory and may place the RAPCS at risk of legal action.

8 The HLS shall be completed once at time of enrollment. RAPCS will not inquire about a student s immigration status including requiring a birth certificate, passport, or visa as a part of the enrollment process. Students may be enrolled in school through the year in which they reach age 21 or through high school graduation, whichever comes first. TO THE EXTENT THAT ANYTHING IN THIS POLICY COULD BE CONSTRUED TO CONFLICT WITH APPLICABLE STATE AND/OR FEDERAL LAWS, THE APPLICABLE STATE AND/OR FEDERAL LAWS CONTROL. ADOPTED this December 8 day of, 2014 President Secretary

9 3 ASSESSMENT AND PLACEMENT IN SPECIAL EDUCATION POLICY

10 Richard Allen Preparatory Charter School 2601 S 58th Street Philadelphia, PA ASSESSMENT AND PLACEMENT IN SPECIAL EDUCATION POLICY The Board of Trustees of Richard Allen Preparatory Charter School recognizes that a student may need special help that is not normally needed by other students in the regular education classroom to make progress in school. Wherefore, the Board adopts this policy: ELLs may be eligible for Special Education services. The IEP team will consider the need for ESL instruction as they address all students needs related to the provision of Free Appropriate Public Education (FAPE). In determining the student s needs, IEP teams will consider both special education services and ESL instruction simultaneously, as appropriate. All procedures for the screening, evaluation, IEP, and the provision of services and/or instruction will be in compliance with the Individuals with Disabilities Education Act (IDEA) and PA Chapter 15 Regulations. The IEP team The IEP team for ELL students with disabilities will include an ESL professional familiar with the student s language needs as well as the nature of his/her disability or, at a minimum, that the IEP team receive input from an ESL professional when appropriate. If a student is identified as an ELL, then the IEP team will check the Limited English proficiency under special considerations on Part I of the IEP. Any special considerations identified will be addressed in the IEP. The academic program ESL /Bilingual programs are identified in The Pennsylvania School Code of 1949, Chapter 4, Section 4.26, as general curriculum. The academic program for an ELL with a disability will consider ESL just as it will consider any other general curriculum services available to nondisabled students. Programmatic decisions regarding ELLs with disabilities should be made by the IEP team with appropriate representation. It is not appropriate for an ELL with a disability to be denied access to general curriculum including an English language instructional program as defined above. Special education services do not replace an English language instructional program.

11 Requirement for annual English language proficiency assessment Both Titles I and III of NCLB require RAPCS and state educational agencies (SEAs) to provide an annual assessment of English language proficiency for all ELLs in the state enrolled in public schools in grades Kindergarten through twelve in the domains of speaking, listening, reading, and writing. This includes students with disabilities. Even though ELLs with disabilities may always achieve depressed scores in particular domains of language as a result of their specific disability, they will be given the opportunity to demonstrate their level of proficiency in English and be included in the annual state ELP assessment in all domains. Participation in assessments ELLs with disabilities participate in all assessments, including the annual state ELP assessment and PSSA (or PASA, if appropriate) in accordance with 34 CFR Participation in state and local assessments is documented in Part III of the IEP. An ELL student with a disability may participate in assessments through the use of one or more state-approved accommodations appropriate for his/her disability. Rules governing assessment accommodations The IEP team, with appropriate representation, will make decisions regarding assessment accommodations for ELLs with disabilities as they would for any student with a disability. The following rules govern assessment accommodations for ELLs: Accommodations will not invalidate the results of the assessment. Accommodations may be used for the entire assessment or only for part/parts of the assessment. Determinations of any accommodations used will be: o based on a student s disability, o made by the student s IEP team, o properly documented in the student s IEP, and o properly coded on the assessment.

12 TO THE EXTENT THAT ANYTHING IN THIS POLICY COULD BE CONSTRUED TO CONFLICT WITH APPLICABLE STATE AND/OR FEDERAL LAWS, THE APPLICABLE STATE AND/OR FEDERAL LAWS CONTROL. ADOPTED this December 8 day of, 2014 President Secretary

13 4 English for Speakers of Other Language (ESOL) Program Policy

14 THE LANGUAGE INSTRUCTIONAL PROGRAM The Board of Trustees of Richard Allen Preparatory Charter School will provide an ESOL program for their English language learners. RAPCS program description includes: The Linguistic goal of the program is a focus on developing literacy in English. The program name is English Language Development-ELD Pull-Out. The model is only for ELL students in class with one native language. The students can share the same native language or be from different language backgrounds; generally there is no support for native language. All instruction will be in English; adapted to students proficiency levels. The language of content instruction will be in English, but the teachers will have receptive skills in students native language. The language arts instructions will be in English; students leave their English-only classroom to spend part of the day receiving ESL instruction often focused on grammar, vocabulary, and communication skills. Planned Instruction for English language acquisition (ESL) classes Direct English language instruction may not take place during other content classes, which are required under 22 Pa Code 4. Planned Instruction in the ESL Program includes daily instruction supporting the program model chosen by the RAPCS. Language instruction will be commensurate with the student s proficiency level (i.e. students at levels 1-3 require a greater amount of language instruction than students at levels 4 and 5). This includes both direct language instruction and adaptations to instruction/assessment in all content areas. Exact hours of direct language instruction by proficiency level will be determined based on student need and program/instructional delivery model. Instruction will meet all requirements under Lau v Nichols, 414 U.S. 563 (1974) and Castañeda v. Pickard, 648 F.2d 989 (1981). Daily allotted time for direct instruction of ESL: Entering (level 1) / Beginning (level 2) students: 2 hours Developing (level 3): 1-2 hours Expanding (level 4): 1 hour Bridging (level 5): up to 1 hour or support dictated by student need ESL will be delivered via curriculum aligned with Pennsylvania s Reading, Writing, Speaking, and Listening Standards, and the PA ELPS for ELLs.

15 In order to acquire English, students with LEP will receive instruction the same as they would receive instruction for other curricular areas. In other words, ESL /Bilingual classes will be part of the daily schedule and has been thoughtfully planned from the administrative level so that students are not removed from other content classes to receive instruction for English language acquisition. As the proficiency of a student advances into the upper levels (i.e. Expanding/Bridging), a student may require only minimal instructional time, which may be in the form of ongoing support as needed. HOWEVER, this support will be planned, structured time within the school day. Planned Instruction in Academic content areas (content area classes) The language instructional program will also provide our ELLs with meaningful, comprehensible access to instruction in all content areas required by Pennsylvania academic standards. The PA ELPS PreK 12 is an overlay to the academic standards and will be incorporated in planned instruction for ELLs by all teachers. RAPCS will support instructional planning and evaluation efforts between the ESL /Bilingual teachers and the content-area teachers by providing common planning time as appropriate. Grading of ELLs ELLs will be graded using the same grading system as all other students. Annual assessment of ELLs Assessment processes will be aligning to the academic standards and PA ELPS. RAPCS will participate in the annual state ELP assessment of ELLs that is required by federal law. 20 U.S.C. 6311(b)(7), 6826(b)(3)(C),(d)(2) The State ELP assessment will be administered annually to measure progress and/or attainment of the student s English language proficiency for each language domain, i.e., reading, writing, speaking and listening/understanding. These score results are maintained in the student s permanent record folder. The PSSA accommodations allowable for ELLs will be used as permitted by PDE.

16 Language Instructional Program Exit Criteria The RAPCS Exit Criteria from ESOL Program will include the state s mandated requirements: Pennsylvania s required exit criteria when exiting ELLs from the language instructional program. Students may not be exited from the language instructional program based only on their oral proficiency; proficiency in academic reading and writing will also be assessed. In order to meet the required state exit criteria for Pennsylvania s English language instructional programs for ELLs, RAPCS will use both of the required exit criteria listed below. In addition, RAPCS will ensure that students meet one of the two additional exit criteria provided below to exit from an English language instructional program: Required Exit Criteria: 1. Score of 5.0 on an ACCESS for ELLs Kindergarten assessment (accountability score) or score of 5.0 on a Tier C ACCESS for ELLs assessment. Cutoff score flexibility is available in the following Special Circumstances: Following the grade and score criteria in the table below, the W-APT may be administered between June and September to students who scored below the minimum cutoff for program exit on the January administration of the ACCESS in order to demonstrate sufficient progress to justify exit. NOTE: The W-APT may only be administered to a student once in any school year. Grade Level ACCESS Score Required W-APT Scores* K Cut-off score flexibility is not allowable for Kindergarteners in each domain in each domain in each domain NOTE: A student must score 5.0 in each domain (listening, speaking, reading and writing). A composite proficiency score will not be used. A score of PROFICIENT on the English Language Arts PSSA or Literature Keystone assessments can be used along with the other required criteria outlined in this policy (Required Exit Criteria #2 and Additional Exit Criteria #1 or #2) to justify exit for students who achieve a composite proficiency score of 4.5 to 4.9 on the January administration of the ACCESS. In this case, W-APT scores are not necessary to demonstrate progress from the time of ACCESS administration to the end of the school year.

17 2. Score of BASIC on the annual Pennsylvania System of School Assessment (PSSA) math or Algebra I Keystone AND English Language Arts PSSA or Literature Keystone. NOTE: PSSA and Keystone exam scores must be from the most recent academic school year. Cutoff score flexibility is available in the following Special Circumstances: For students that were administered a PSSA math and/or PSSA English Language Arts assessment in school year and did not score BASIC or higher, each of the remaining exit criteria must be met to exit (Required Exit Criteria #1, Additional Exit Criteria #1, Additional Exit criteria #2). For students that are in a grade that is not assessed with a PSSA or Keystone assessment, each of the remaining exit criteria must be met to exit (Required Exit Criteria #1, Additional Exit Criteria #1, Additional Exit criteria #2). For students that were opted out of participation in a PSSA or Keystone assessment due to a religious objection or conflict, each of the remaining exit criteria must be met to exit (Required Exit Criteria #1, Additional Exit Criteria #1, Additional Exit criteria #2). For students transferring from other states, the results of academic achievement assessments used for accountability in other states may be considered when the academic proficiency level is comparable to BASIC on the PSSA/Keystone assessments. Additional Exit Criteria: 1. Final grades of C or better in core subject areas (Mathematics, Language Arts, Science and Social Studies). 2. Scores on district-wide or local assessments that are comparable to the BASIC performance level on the math PSSA or Algebra I Keystone AND English Language Arts PSSA or Literature Keystone assessments. Monitoring of ELLs after language instructional program exit Monitoring is required for two years after a student exits an ESL /Bilingual program and appropriate records of student progress will be maintained. 20 U.S.C. 6841(a)(4) Monitoring may include any or all of the following: Periodic review of grades Local assessments

18 Required state assessments Teacher observation Teachers may offer support to monitored students as they would for any student seeking additional assistance with classroom work, instruction, or assessment. Monitoring is NOT an extension of the language instructional program. Students who are monitored CANNOT be counted as ELLs in any state or federal data collection systems for the purpose of acquiring state or federal funding. Monitoring guidance and forms can be found on the PDE website. Retention/Promotion A student may not be retained in a grade based solely on his/her lack of English language proficiency. If an ELL is retained in a grade, the RAPCS will be able to demonstrate that all appropriate modifications were made to instruction and assessment in order to allow ELLs meaningful access to the general curriculum as well as to promote second language learning. Lau v Nichols, 414 U.S. 563 (1974) SUPPORT/SUPPLEMENTAL PROGRAMS AND SERVICES ELLs shall participate in all federal and other programs for which they are identified and/or qualify that are available within the school. OTHER PROGRAM COMPONENTS Program evaluation RAPCS will periodically evaluate its language instructional program to ensure all components are aligned and working effectively to facilitate the acquisition of the English language and academic achievement defined by the PA academic standards. Data reported to RAPCS from state level assessments of ELP and academic achievement (ACCESS for ELLs and PSSA) will be used in program review and improvement. Communication with Parents Communication with parents will be in the parent s preferred language and mode of communication. Civil Rights Act of 1964, Title VI

19 RAPCS will provide translation (written) and/or interpretation (oral) services. In order to do this, RAPCS will determine the preferred mode of communication of the parent and develop a plan for translation and interpreter services. PDE provides translated documents necessary for communication with parents and students regarding general education and NCLB requirements via TRANSACT. Other translated PA forms for special education can be found at the Pennsylvania Training and Technical Assistance Network (PaTTAN). RAPCS will provide individualized documents that will be part of the regular budget planning of RAPCS s core language instructional programs. Staffing All teachers in language instructional programs will hold the certification and endorsements required by PDE. Bilingual teachers teaching in a bilingual program of instruction will demonstrate academic language proficiency both in English and in the language used for instruction in their classroom. Professional Development RAPCS will offer staff development related to ESL for all RAPCS personnel as part of the Professional Development Act 48 Plan. Migrant Education Students identified as migrant and who are determined to be ELLs will be provided language instructional programs as outlined in this document. TO THE EXTENT THAT ANYTHING IN THIS POLICY COULD BE CONSTRUED TO CONFLICT WITH APPLICABLE STATE AND/OR FEDERAL LAWS, THE APPLICABLE STATE AND/OR FEDERAL LAWS CONTROL. ADOPTED this December 12 day of, 2015

20 President Secretary 5 Information on Funding and Title III

21 Richard Allen Preparatory Charter School 2601 S 58th Street Philadelphia, PA Information on Funding and Title III The Board of Trustees of Richard Allen Preparatory Charter School will adhere to federal and state funding and Title III as pertaining to the service of English Language Learners. Wherefore, the

22 Board adopts this policy: Funding RAPCS s budget will include provision for resources/materials, staffing for language instructional programs, and professional development for all school personnel as part of core programming outlined in 22 Pa Code Federal funds can be used to supplement local funding for language instructional programs, but not to supplant state/local funds. Title III of the No Child Left Behind Act of 2001 Title III funding may be used by RAPCS to enhance existing ESL /Bilingual programs. NCLB makes it clear that Title III funding is to be used to supplement, not supplant, existing programs. Title III funded enhancements may include, but are not limited to o after-school programs o summer programs o tutorial programs, or o additional supports funded by Title III Parents may opt out of Title III services that support RAPCS s ESL /Bilingual program per the NCLB Act, 20 U.S.C Written parent notification for student placement in Title III programs/services is required along with written guidance pertaining to parental rights, including the right to have the child immediately removed from or decline enrollment in such a program. 20 U.S.C (a)(8)(a)(i) and (ii). Reporting Requirements RAPCS will complete the Pennsylvania Information Management System (PIMS) and the Limited English Proficient (LEP SYTEM) annually. PIMS and the LEP SYSTEM provide data and information on student numbers, teachers, 22 Pa. Code 4.26, and Title III. TO THE EXTENT THAT ANYTHING IN THIS POLICY COULD BE CONSTRUED TO CONFLICT WITH APPLICABLE STATE AND/OR FEDERAL LAWS, THE APPLICABLE STATE AND/OR FEDERAL LAWS CONTROL. ADOPTED this December 12 day of, 2014

23 President Secretary 6 FORMS

24 HOME LANGUAGE SURVEY The Office of Civil Rights (OCR) requires that school districts/charter schools/full day AVTS identify limited English proficient (LEP) students in order to provide appropriate language instructional programs for them. Pennsylvania has selected the Home Language Survey as the method for the identification. School District: Date:

25 Student's Name: Grade: I. What is/was the student's first language? 2. Does the student speak a language(s) other than English? (Do not include languages learned in school.) q Yes q No If yes, specify the language(s): 3. What language(s) is/are spoken in your home? 4. Has the student attended any United States school in any 3 years during his/her lifetime? q Yes q No If yes, complete the following: Name of School State Dates Attended Person completing this form (if other than parent/guardian): Parent/Guardian signature: Representatives: Linda Long Bilingual Education Advisor Pennsylvania Department of Education - Teaching and Learning,

26 Division of Curriculum 333 Market Street, 8th Fl. Harrisburg, PA Phone: Fax: Professional Development Professional development assistance and training is available upon request. Contact the PDE ESL program staff for information by ing and ESL WEBSITE ESL homepage at GLOSSARY PAGE: ESL - English as a Second Language (refers to the program) / ESOL - English to Speakers of Others Languages

27 ELL - English Language Learner (refers to the student) LEP - Limited English Proficient This term is used primarily by the federal government PHLOTE - Primary Home Language Other Than English: A student is identified as a PHLOTE upon enrollment into a district if a language other than English is identified on the Home Language Survey. A PHLOTE is not necessarily an ELL. Once identified as a PHLOTE, a student must be screened for English language proficiency and formally identified as an ELL based on the screening results and other multiple criteria. HLS - Home Language Survey PDE offers a standard HLS that LEAs are strongly encouraged to use. An LEA may add questions to the survey as need may dictate. L1/L2-1st language/2nd language Migrant - In the context of the Migrant Education Program, the term migrant refers to a person who, within the past 36 months, has moved across school district boundaries with the intent to obtain seasonal or temporary employment in agriculture, fishing, dairy or food processing work. Students are identified as migrant by Migrant Education Program personnel. Schools do not identify students or families as migrant. This term should NOT be confused with Immigrant see below WIDA - World Class Instructional Design and Assessment (formerly Wisconsin, Delaware, and Arkansas) ACCESS - Assessing Comprehension and Communication in English State to State (state assessment of ELLs W-APT WIDA ACCESS placement test TESOL - Teachers of English to Speakers of Other Language (National Organization of Professionals from various fields related to ESL) AMAO - Annual Measurable Achievement Objective this is the accountability component of Title III. There are three AMAOs (1) Making progress toward English proficiency, (2) Attaining English proficiency, and (3) AYP as measured by the state academic achievement assessment (PSSA) SLA - Second Language Acquisition Immigrant The term "immigrant children and youth," which is defined in section 3301(6) of Title III, refers to individuals who: (A) are aged 3 through 21; (B) were not born in any State; and (C) have not been attending one or more schools in any one or more States for more than 3 full academic years. Students from Puerto Rico are NOT considered immigrants.

28